artefacts An item, object or relic imbued with special significance and shared meaning in the drama.
contrast The contrast of opposites is used to create dramatic meaning. Contrast movement with stillness, sound with silence, darkness with light, loud with soft and physical characteristics of character interactions such as size, shape and height. Other character contrasts include emotional responses through facial expression, body posture, voice, gesture and movements of different age groups and gender.
counter-narrative A narrative that can run parallel to and in contrast with the main narrative to add interest and an additional dimension to the drama.
derole and deroling Stepping out of role. devisers of drama The makers of the drama. enroling Helping to get into role.
episodic structure Often (but not necessarily) a narrative based on the chronology of a story or events or historical frames.
focus A moment in the drama that directs attention to something to make it significant. Role groupings, an action, a sound, gesture, movement, costume; an artefact half-hidden or a pause are some ways to achieve focus.
mantle of the expert Students are assisted to develop confidence and belief in role by being endowed with expertise on, or knowing all about the subject of, the drama.

mood The overall feeling, tone or atmosphere of the drama.
place Where the drama is set, also referred to as the fictional setting.
ritualised activity Shared activities that may have specific codes or involve aspects of ceremony. Ritualised activities have a rhythm in the way they are carried out. They can help to deepen the dramatic tension and to build belief in context.
role interactions Exchanges that take place between characters in role through the action of the drama.
screen material and screen drama Drama of the moving image as seen on film, television, computer and computer games screens. Screen drama can be used as a common reference point to discuss, appreciate and value drama in the classroom and it can be used as a way for students to actively express their dramatic ideas and feelings.
situation The topic, idea or issue conveyed in the action.
space Refers to dramatic space and performance space, where the drama occurs and the manipulation of this space, its shape and size in the classroom or performance area. Space can enhance or limit what occurs in the action of the drama.
symbol Involves the use of objects, visuals or persons to represent meaning beyond the literal. Culturally accepted icons such as religious icons, flags, foods, songs and other objects can be endowed with a particular significance in the drama. Symbolic gesture and movement enhances the meaning of the drama.
tableaux Can also be called a still image, freeze frame, a frozen picture or moment or a depiction. This is like creating a statue or photo where characters are completely still in a pose representing a particular scene or a specific moment from a drama. Tableaux can be used to begin or end a drama or can be extended by asking students to develop action and dialogue leading into (and/or continuing from) the depiction. Students could also develop a series of freeze frames which follow each other in a logical or perhaps narrative sequence. The tableaux technique can be used to show the feelings of characters or an incident and others can be invited to suggest changes in movement or positioning which would enhance the picture.
time and timing Refers to duration, tense (past, present, future), era (generation, season, age) and tempo of the action of the drama.